Teacher Language Scaffolds the Development of Independent Strategic Reading Activities and Metacognitive Awareness in Emergent Readers

Reading Literacy and Learning Strategies in First Language Learning: A Multilevel Approach

“…The other variables at student-level demonstrated a similar pattern. The results are in line with research concerning the positive effects of metacognition on students' reading Lee & Schmitt, 2014;Maier & Richter, 2014;Mevarech & Kramarski, 2003), elaboration strategies (Glogger et al, 2012;Hamilton, 2012), memorization strategies (Wolters et al, 2005), and scaffolding strategies (Mertzman, 2008).…”

Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model

“…Previous studies not only provided evidence regarding the role of problem solving skills and metacognitive awareness in influencing student achievement (Adeoye, 2010;Bilgin, 2005;Esan, 2015;Karatas & Baki, 2013;Olaniyan et al, 2015;Selçuk et al, 2008;Areepattamannil & Caleon, 2013;Tavakoli, 2014;Young & Fry, 2008), but also revealed the role of problem solving skills in influencing the development of metacognitive awareness (Breed et al, 2014;Lee & Schmitt, 2014;Liu et al, 2012;Nasarudin Abdullah et al, 2014;Osman, 2010;Shen & Liu, 2011;Yildirim & Ersözlü, 2013). According to Yildirim and Ersözlü (2013), problem solving requires one's engagement in various metacognitive processes such as planning and evaluating.…”

“…This component was further divided into three subcomponents, namely declarative knowledge, procedural knowledge, and conditional knowledge. Declarative knowledge refers to knowledge of self, tasks, and strategies that are relevant to the task; procedural knowledge refers to knowledge about how to implement a strategy; whereas conditional knowledge refers to knowledge about when and why certain strategies are useful at certain times (Lee & Schmitt, 2014). In the educational context, metacognitive knowledge refers to what students know about how they learn, what students know about the procedures and strategies that are most effective for them, and what students know about the conditions under which various cognitive activities are most effective to be used.…”

Finding Versus Fixing: Self-Monitoring for Readers Who Struggle

“…Research describing self‐monitoring illustrates a variety of ways to examine reading performance. The methods of investigation include the use of wordless picture books and verbal story recall (Strasser & del Río, ), words on cards in isolation (Cartwright, Marshall, Dandy, & Isaac, ), and interviews or inventories where children talk about their thinking or strategic processing (Lee & Schmitt, ; Martin & Kragler, ). Research on self‐monitoring children's reading of continuous text is sparse.…”

“…The attempts in the example illustrate unique ways readers might engage in a hallmark of early reading: self‐monitoring. Behaviors such as stopping after an error, making a comment about an error, and rereading are signs of self‐monitoring (Almasi & Fullerton, ; Clay, ; Lee & Schmitt, ; Lyons, ; Schwartz, ).…”